Kirsten Schneider - Manchester University
Kirsten Schneider
Professor Gust
EDUC 235
11-20-08
Lesson Plan #2
Lesson: Naming the States of the U.S
Length: 30 to 40 minutes
Age or Grade Level Intended: 5th grade Social Studies
Academic Standards(s):
Social Studies/ Geography
5.3.3 Name and locate states, regions, major cities and capitals, major rivers, and mountain ranges in the United States.
Performance Objective(s):
Given a map of the 50 states, teams of students will be able to recognize 15 out of the 50 states.
Assessment:
Give each group a blank map of the United States. Groups should name at least 15 states correctly. Have the students turn in the map worksheet and record how many each group got right.
Advance Preparation by Teacher:
• Provide the blank maps and one large map.
• Have the big United States map already hanging down.
Procedure:
Introduction/ Motivation:
First, ask the students what states they have visited and have them tell two things that they remember about it. While the students are talking about the state point to it on the big United States map. Have 6 or 8 people talk about a different states. Share a state with the class that you have visit and tell at least two things about that state. (Gardner: Verbal/ Linguistic and Visual/ Spatial)
Step-by Step Plan:
1. Roll up the big map of the United States.
2. Put the students into groups of 4 or 5.
3. Pass out the maps, one for each group of students.
4. Make sure you remind the students to put all their names on the map paper.
5. Pass out the list of the names of the states.
6. Explain to the students that they need to name as many states as possible
7. Explain that the paper with the names of the states is to help with spelling.
8. Tell the students to think of the states that were pointed at and discussed. (Bloom: Comprehension)
9. Explain to the students that they need to try to name locate at least 15 but if they do not get quite 15, that it is fine because is the first time working on naming the states. (Bloom: Knowledge)
10. Give the students about 10 to 15 minutes to work on this worksheet.
11. Then pick up the maps from each group.
Closure:
As a review, ask the students to name one state that they remember and while they are naming the states make a list of them on the board. Explain that this is how many as a class we know, now take a minute and think about how many from this lest you know individually. Explain that if you only know 5 or 10 individually, that is fine because we are going to be working on memorizing all 50 states together and individually.
Adaptation/ Enrichment:
• For a student with ADHD- allow the student to talk about one of the states he/she visited and make sure that he is in a supportive group and make sure that you stay close to this group.
• For a student with a visual impairment- make sure that you have made a copy of the United States big enough of the student. Have a supportive classmate be in the group with the visual impaired student so he/she can help with pointing at which state discussing.
• For a student with High Ability- talk with this student one on one and ask him if he/she would like to participate in the class activity or if he/ she would like to fill a blank map out silently by themselves.
Self- reflection:
I have not yet taught this lesson but some question I would ask myself would be:
• Were the students engaged in this lesson?
• Did the students seem to know were 15 states were?
• Were 10 or 15 minutes to much or too little of time?
• Can I do this activity with learning the capitals?
• What went well?
• What did not go so well?
• How could I change this lesson for the future?
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